Casado Javier G, Tarazona Raquel, Cordero Hector
Immunology Unit, Department of Physiology, Faculty of Veterinary, Universidad de Extremadura, Cáceres, Spain.
Front Vet Sci. 2025 Aug 22;12:1603469. doi: 10.3389/fvets.2025.1603469. eCollection 2025.
Virtual laboratories provide a risk-free environment for students to conduct experiments, particularly those involving hazardous materials or complex procedures. Previous studies have shown that gamified elements and interactive tools enhance the interest of students and promote active participation. In the case of Immunology in the veterinary degree, our prior observations indicate that veterinary students experience learning difficulties with topics related to molecules and effector functions of the immune system. This study aimed to investigate the utility of virtual laboratory simulations for teaching Immunology. For that purpose, cohorts of second-year veterinary students and third-year biochemistry students at the University of Extremadura were surveyed before and after the implementation of the LABSTER virtual lab in the Immunology course. The survey questions addressed their perceptions of virtual environments, prior computer knowledge, experiences with virtual platforms for learning, ethics, comparisons to traditional lab practices, and the perceived utility of virtual labs for their future careers. Gender differences were considered to determine potential variations in perceptions of virtual learning. Results indicated that veterinary students had no prior experience with LABSTER or similar virtual tools in other courses. Initially, nearly half of the students felt "unprepared" to use such tools. Notably, all students rated the experience using LABSTER virtual lab with an average of 7.5 ± 1.4 and 8.1 ± 1.8, in men and women, respectively. Indeed, most students perceived that LABSTER was useful for learning Immunology. Most students were hesitant about fully replacing traditional labs with virtual tools but found LABSTER beneficial for their future career skills. In conclusion, while virtual simulations are not a complete substitute for hands-on laboratory experiences, they may effectively help students develop practical skills and familiarize themselves with laboratory procedures and equipment. These findings highlight the potential of virtual labs as a complementary tool in veterinary education.
虚拟实验室为学生进行实验提供了一个无风险的环境，特别是那些涉及危险材料或复杂程序的实验。先前的研究表明，游戏化元素和交互式工具能提高学生的兴趣并促进积极参与。就兽医学位中的免疫学而言，我们之前的观察表明，兽医专业的学生在与免疫系统的分子和效应功能相关的主题上存在学习困难。本研究旨在调查虚拟实验室模拟在免疫学教学中的效用。为此，在埃斯特雷马杜拉大学的免疫学课程中实施LABSTER虚拟实验室前后，对二年级兽医专业学生和三年级生物化学专业学生进行了调查。调查问题涉及他们对虚拟环境的看法、先前的计算机知识、在虚拟学习平台上的经历、道德规范、与传统实验室实践的比较，以及虚拟实验室对他们未来职业的实用价值。考虑了性别差异以确定虚拟学习认知方面的潜在差异。结果表明，兽医专业的学生之前没有在其他课程中使用过LABSTER或类似的虚拟工具。最初，近一半的学生觉得“没有准备好”使用这类工具。值得注意的是，所有学生对使用LABSTER虚拟实验室的体验评分，男性平均为7.5±1.4，女性平均为8.1±1.8。事实上，大多数学生认为LABSTER对学习免疫学很有用。大多数学生对用虚拟工具完全取代传统实验室持犹豫态度，但发现LABSTER对他们未来的职业技能有益。总之，虽然虚拟模拟不能完全替代实际的实验室经验，但它们可以有效地帮助学生培养实践技能，并使他们熟悉实验室程序和设备。这些发现凸显了虚拟实验室作为兽医教育中一种补充工具的潜力。
